~ Motivation and Management Students for Effective Learning

Author Archives: noorhayatisabrine

The case is about when a “chatty” student fails to keep quiet, despite numerous interventions and her new junior secondary school language arts teacher threatens her to be removed from another teacher’s class.

This case is about student’s problem behavior which generally happens in junior and secondary. I think, junior or high school student still enjoy talking with each other in every time and everywhere. They still cannot differ when the precise time and where the precise place that they can talk each other. Actually, we already learned the strategies how to manage and solve the problem like this case this case in this week. Management strategies, is as one of subtopic for this week which explain about minor and moderate interventions for problem behaviors.

Actually, this case requires only minor interventions. Minor interventions explain that the problem usually do not disrupt class activities and learning. One of the examples of minor intervention is engaging in social talk when it is not allowed. It relates to “chatty” student case. To solve that problem, teacher can implement some strategies of minor interventions, which are 1) use nonverbal cues, such as making eye contact with “chatty” student and give a signal such as a finger to the lips, and more, a head shake, or a hand signal to issue a desist, 2) Move closer to students, such as when “chatty” student starts misbehaving, simply moving near the student, and they will stop to be in misbehavior, 3) Directly and assertively tell to “chatty” students to stop, such as establish direct eye contact with the student, be assertive, and tell the student to stop behavior. Teacher should manage her temper, when she warns the students. By implementing the three strategies well, in a timely and effective manner, “chatty” student will decrease her bad habit step by step.

If the three of strategies still cannot solve the problem, teacher can give her a choice. Teacher asks student to stop, or if still talk, she should talk in front of the class.

However, this case stated that her new junior secondary school language arts teacher threatens her to be removed from another teacher’s class. I think it is fine to remove “chatty” student from class during the way teacher remove the student in a good way, but not for another teacher’s class. Each class has classroom agreement, so art teacher does not have right to say like that. Teacher should use positive reinforcement like using time-out. Moderate interventions also offer the similar strategy with art teacher. In moderate, teacher can isolate or remove students. Teacher can place the student in a time-out room designated by the school. However, teacher should be sure to clearly identify the student’s behavior that resulted in the time-out. If “chatty” student’s is still in misbehavior, teacher should re-identify the problem and place the student in time-out again. After the time-out, do not comment on how well “chatty” student behaved during the time-out, return “chatty” student to the activity that was interrupted.

As I stated before, this case happens with student in secondary high school. As another strategy, teacher also can intervene him with the school’s policy and/ or involve the principal and/or parents if necessary.

I hope, we are as the next generation of teacher, when we face this case, we can manage and solve the similar case well in next.

🙂 🙂 🙂

This week is the last week to write weekly reflection in MMSEL class. Yeay… but, I will miss this moment someday. L The reflection made me realized that teacher is not only delivering the materials but also educate students, also teacher is the important one who can decrease degradation moral. Teacher’s profession is not easy.

MMSEL class is different from another class. This class made me always reflecting to myself after I got the materials. I reflected about my experience in senior high school. I tried to evaluate my senior high school teachers in managing the class and their teaching style (strategy and method) to deliver the materials and to manage the students who has differ background and learning style. From the evaluation, I learned the strategies in how to manage the classroom, how to solve student’s behavior problem, how to motivate students in teaching and learning.

This class also taught me much how to motivate and managing myself before I motivate my students and manage my classroom.

This week, the materials were delivered by guest lecturer from SD Kembang, Miss Arum. The class setting was designed like sharing session because Miss Arum shared about herself and her teaching experience. Much lesson learnt that I got this week because the experience made me reflecting to myself.

Besides shared about herself and her teaching experience, she also gave us many tips to design our class effectively and how to face bad students and annoying parents. Mostly the experience and tips that she shared is the application of the theories that I already learned in class MMSEL, but she applied it with nice activities. The way she applied the theories made me wondering. Here some her experience and tips that I noted:

To set our own classroom rules, we should involve all students in that process. We can ask to our students to establish and write down the rules by their self and their style. Miss Arum showed us the example. Students wrote down the rules and drew some pictures on several papers. Their rules looked like not a rule because all students did it so fun.

As a teacher, we have an authority to organize our classroom setting. As the example, teacher wants to set the table in letter U, use some boxes to collect the works of all students. As a note, to give assignment for students, we should see our student’s character and their limitation.

To create comprehensive lesson plan, we should designed in detail until the page number and it should be understandable. Then, if we got ill, someone can help to substitute us to do teaching. There are some tips to create lesson plan; 1) write clearly like write the objective, indicator, and detail sources, 2) write comprehensively, we can read many books to make our lesson plan more comprehensive 3) write it down in relax to the ideas come smoothly 4) write it on time, as example it should fix two weeks before the deadline. Then, you can revise it again if there is miswriting or misinterpretation. When we create a lesson plan, we should think about the plan B as the back plan. It will help us when there is happen unpredictable moment like students does the activities faster then we estimate.

When we create lesson plan, of course we should create a worksheet to clarify or measure students’ understanding. To create a worksheet, we use Bloom Taxonomy as our guiding. First, we should read all resources to write the worksheet. Second, we try to combine several learning ability when constructing the worksheet. Third, put some pictures to support the worksheet understandable. Fourth, please use suitable fonts and sizes to make the worksheet readable.

To help teacher to make students more understanding about the materials, teacher can plan activities like educative games. As the example, teacher asks students to make a match between answer and the problem. It will be more interesting then paper-pencil based. Besides that, teacher can ask the older class to do presentation in young class. We have to always remember to give praise or rewards for our students after did an activity.

As a teacher, we should be creative teacher and friendly teacher not only for students but also for parents, then the teaching and learning process can run smoothly and effectively. For students, we should be a friend, parents, and counselor.

In doing administrative work, as a teacher, we should do administrative work like report’s student. To write the report of students’ development, teacher should write and explain the report in narrative style by writing all of the activities that the students did during learning process in school.

To face annoying parents, we should hear what they say to us until they finish their complaining and try to explain their complaining as much as we can. If we cannot explain anything to them, try to direct them to meet someone who knows the detail problem. It will be better than we explain which we don’t know the problem.

That’s all that I noted of this session in this week. I hope it will helpful for the reader even the flow to read is a bit difficult. Thank you.

This week the class continued learning about classroom management. As we learned, last week, the class learned about the importance of well managed classroom and we knew the four things which a teacher must do to create a well-managed classroom, which are Establish Expectations, Establish Credibility, Establish Professionalism, and Establish Value. This week, we learned about how teacher plan and create a productive learning environment for classroom management in class.

This subtopic is delivered by Namire, Meti, and Lega. They delivered materials by using JigSaw method and sharing each other not only materials but also own experience. The class ran in well-organized. I was so interesting to learn more about this topic because I am as teacher candidate needs this subtopic to create a productive learning environment in my own classroom. This subtopic is as compliment from previous topic and subtopic which I have already learned.

Creating productive learning environment begins with planning to make the class in effective classroom management. To plan it, there are five principles for a productive learning environment; Developmental differences influence classroom management, Management and instruction are interdependent, Classroom organization is essential for classroom management, Rules and procedures are the cornerstone of an effective management system, and The first days of school set the tone for the year.

Learning the first principles, make me reflection and remember my teacher in high school. Each of students is different. They have different background, characteristics, ability to understand the materials, and learning style. Hence, teacher must pay attention to students’ development to manage the classroom for a productive learning environment. If I analyzed the environment when I was in secondary high school and college, the style teacher managed the classroom in different way. Secondary teacher responded the students by giving full attention and care to find the solution, although college teacher responded the students to find the solution by their selves. As Carter&Doyle (2006, Emmer&Gerwels, 2006) explains that Planning to create a productive secondary classroom environment is not the same as planning for college classrooms. It is caused students think, act, and feel differently at different stages of development, and teacher need to respond to these differences when they ask or act something.

Learning the second principles, teacher should design the classroom management and make the instruction in the same goals of learning. It should do because management and instruction are interdependent. It means if teacher give students in wrong instruction, then it will destroy our class in unmanageable class. Teacher must plan for classroom management in simultaneously for effective instruction.

Learning the third principles, to make our own classroom in effective and productive classroom environment, teacher should prepare all of the materials in advance, starting the class and activities on time, design and make the transitions quickly and smoothly, and create well establish routine by constructing the agreement on the first meeting to support the class continuously. In short, teacher should be well-prepared because classroom organization is essential for creating orderly learning environment at every developmental level. For me, this principle is difficult because when I did teaching in high school I got difficulties to make the transition from one activity to next activity smoothly even I have estimate the time in my lesson plan. Until now, this principle is as my challenging and I do not know how to break the challenge.

The fourth principles, is about the rules and procedures. Both of are important to make class in effective management system. Design the Rules which describe the standard for acceptable behavior and the Procedure which guide for accomplishing recurring tasks, such as making transitions from one activity to another, can facilitate both academic and social-emotional learning. To construct the rules and procedures, teacher should pay attention in students’ level development and the characteristic because if teacher does not care about students’ character and the stages of development, the rules and procedure will be useless.

The fifth principles, it is important principle for teacher. I believe that the first day or the first meeting teacher meet students, it will give long term effect for the running of teaching and learning process. If teacher meet the students in well-prepared, it will establish teacher character in good impression. Otherwise, if teacher meet students in wrong time, students will be not respect and careless because at the first time, teacher give the bad impression for student.

In short, the five principles are important for teacher to create productive learning environment. Planning for effective classroom management; depends on students’ level of thinking, teacher, and influenced by socio-emotional.

As we have known, this week we learned about The Important of Well-Managed Classrooms. This material is a new topic, not a new subtopic. Therefore, all of us (included lecturer; arum, yeni, zen and I) must full pay attention to understand this topic. To make easier understanding this topic, we (as lecturer) designed various learning activities. We discussed together before showing off to others (students) not only directly (face to face) but also by sms to decide our group teaching strategy and method. After discussed, we decided to use student center learning as our teaching strategy, group discussion, role play, and lecturing to clarify student’s understanding as our teaching method. We prepared materials by collecting the data from internet. In internet, we found so many materials about our topic, because of it we decided to focus on who is the important role to make classroom in well managed, why classroom have to well-managed, how to make the classroom in well managed. In short, the message of this topic is teacher is important role to make class in well-managed then student can achieve higher goals than others. Here our materials, below:

The impression you (as a teacher) make on the first day of school can make or break you when it comes to classroom management and organization. Classroom management is an important aspect of teaching learning process. Management is a process of integrating resources and responsibilities towards the accomplishment of stated goals. Learning to manage a classroom requires diligence and careful planning, but it is worth the effort. Foutz (2005) described that classroom management should be used to meet both the students’ and the teacher’s needs. It should be constantly evaluated and re-evaluated in order to maintain an environment that is effective for both learning and teaching. An effective classroom management plan will enable the students and the teacher to respect each other. It is important in order for classroom organization and for efficiency in teaching.

Foutz (2005) says, “Effective classroom management begins with the teacher. The teacher must plan well so that the students will be able to meet their learning and behavior objectives. ”Mayeski (2005) argued that creating a safe and orderly environment in the classroom is a survival skill for teachers and optimizes the learning environment for students. In this regard the role of the teacher as leader is also very crucial. Referring this point, Ramsey (1999) stated that the role of an effective leader is to create a climate that welcomes, supports, and rewards innovative thinking and problem solving.

There are four things a teacher must do to create a well-managed classroom:

Establish Expectations

When students know what is acceptable and what is not, they will help your classroom run smoothly. It is your job to make sure they have a clear target or goal. To accomplish this, it’s vitally important that your expectations are posted around the classroom. You can send your classroom expectations contract home with students on the first day to be signed by the students and their parents. You can post the expectations at the front of the room and on the first bulletin board of the year.

–Experience also helps, but setting expectations — clear expectations — is the first and most crucial step to having a well-managed classroom.–

Establish Credibility

Students need to know that you care for them. Students also need to see that you are passionate about the subject area you are teaching. If students feel the teacher is not knowledgeable or shows no interest in them, they will shut down. They will begin to question, “What’s the point? Mr. or Mrs. _________ doesn’t care about this, so why should we?” Your passion about a subject should be contagious. Demonstrating that you are credible and able to share your subject area will help you maintain a well-managed classroom.

Establish Professionalism

Being professional is another very important element of classroom management. Teaching is a profession, even if sometimes it is not looked upon as one. I often joke with my friends, “What do a lawyer, doctor, astronaut, and mechanic all have in common?” They all have teachers.

Being professional means a number of things. It means being organized and ready to teach every day. It means having a student-focused mentality. Professionalism means treating students with respect and listening to them. It means creating meaningful activities that allow students to participate inside and outside the classroom. Being professional also means dressing professionally. You might argue this one, but students sense the amount of authority conveyed by how teachers dress. Taking your profession seriously sets the tone for your well-managed classroom.

Establish Value

As a teacher, you have the job of showing why school is relevant and necessary in students’ lives. They must see that you are interested in their success. Expressing excitement and passion for your subject area will show students you enjoy what you are teaching. As this reading stated earlier, activities and materials must be meaningful to your students. If there is no direct link between school and the real world, what and why are we teaching? In his book Teaching Teens & Reaping Results, Alan Sitomer writes, “Having an education opens doors; not having an education closes them.” It is our job as teachers to make sure students understand that education matters and has value.

In short, our teaching was running well. By evaluating of role play activity, we can say that all of students could understand the material.

This week is my group turn to explain one of the topics in MMSEL lesson. At that time, I was so nervous to stand up in front of the class, although it’s broken when all of my classmates paid attention when my group explained materials. It made me enjoyable to deliver materials. Thanks Friends. 🙂

To avoid bored and monotone activity, my group tried to design fun and meaningful learning activity to deliver materials. By dividing class into some groups, distributed materials paper, asked them to understand and re-explain the materials by their own understanding by doing role play. The purpose of role play activity is to clarify their understanding after they understood the materials by their own understanding. All of activities run smoothly, all of the group played well. They could re-explain their understanding by role play that they role.

This week, not only deliver materials from my understanding, but also I learned so much from others’ understanding. They connected the materials with their prior knowledge about managing classroom. For in fact, when firzie’s group described about “establish credibility” in counterexample side. The core of their role play described about how teacher establish credibility during teaching and learning.

Talk about The Importance of Well-Managed Classroom, is the widely topic to be discussed. However, my group is just focus on some parts; who is the important role to make classroom in well managed, why classroom have to well-managed, how to make the classroom in well managed.

Classroom management is an important aspect of teaching and learning process. Learning to manage classroom requires diligence and careful planning, but it is worth the effort. Foutz (2005) says, “Effective classroom management begins with teacher. The teacher must plan well so that students will be able to meet their learning and behavior objectives”. Thus, we can say that teacher is the important role to make classroom in well managed, also we knew the reason why classroom have to well-managed.

There are four things that teacher as the important role must do to create a well-managed classroom such as Establish; Expectations, Credibility, Profesionalism, and Value. For establish expectations, when I did teaching experience, establish expectation is important things such as make an agreement because by making the agreement, teacher can control and delivey the materials well. For Establish Credibility, is also important to attract student’s attention then teacher can maintain a well-managed classroom. For Establish Profesionalism, teacher must be plan all activities during teaching and learning. Teacher must be able to organized and ready to teach every day. For Establish value, teacher should able to connect the learning topic into student’s lives, then students will be interested to engage in learning activities.

Unconciously, after I lerned about this topic, I have applied when I did teaching experience yesterday even not all of the list that teacher must do I apllied. I realized that all of the things that teacher must do is important to make teaching and learning running well.

In short, Managing classroom which is designed to increase learning and involves instructional time, engaged time, and academic learning time is important things to make class running effectively and smoothly. Classroom management helps teacher in teaching included students, also helps students to be more motivated to learn and achieve higher goals than others.

This week, I learned about Instructional variables. This material was delivered by Vanny, Teh Ulfah, Daen, and Vya. I love this session like previous materials because this material made me reflecting to myself, I motivated to learn this material more. I also love the way they delivered the materials, they used different method, it made me keep enthusiastic to learn and to explore this materials. They delivered materials by using JigSaw method and at the end of JigSaw session they evaluated materials to clarify student’s understanding about Instructional variables.

An instructional variable which is developing interest in learning activities has five subtopics. Each subtopic made me realizing that the variables develop my interest in learning activities. First, Introductory Focus which is attracting students’ attention by beginning the lesson with telling interesting story but it still relates to the topic that class will learn. If I may recall back, my primary teacher always started the lesson by telling the story which made the class listening to her carefully. Her story always related to topics that my class learned at that time. I love her tone when she was telling the story, it made me imagine that I were at that situation. She succeeds to make me understanding the materials well. In introductory focus, there are three types to grab students’ attention; Paradoxical questions, contradictory result, and eye-catching example. For Paradoxical question, which is giving question but make students think critically. As example, Indonesia has many natural resources, but why do we still import many things? This example gives students a question because there are two conditions between “have many natural resources” and “do import”. They will think and ask something to other. It made attracting students’ attention to keep focus during learning activities.

Second, Personalization, which is also giving question but the students ask to answer the problem by their own thinking first then they ask to prove their answer by doing experiment. The point of this case, students will compare their own answer before practicing to the result after practicing. Third, Eye-catching example is giving question relating to the real-life situation.

Third, Involvement which is increasing intrinsic interest is engaging students during teaching and learning activities. There are two strategies for increasing student’s involvement. First, using open-ended questioning to promote involvement, in this case, all of the answers are acceptable. By using these variables, all of students can be covered to be active participation in learning activities. For example, I ever asked about what is “Jajar Genjang”? All of students answer the question without thinking that their answer is wrong.

Fourth, Feedback, which is giving response to students’ work, also contributes to motivate students. This variables increase self-efficacy and self-determination to students. There are two types to give the response to student’s work; descriptive and evaluative feedback. For descriptive feedback, teacher give the comment by explain each part that students should improve, as example, “Your answer is true, but you have to give reasoning when you said that it could use cancellation method”. For evaluative feedback, teacher just gives simple comment to student’s work, as example, “Great!” “Good job!” Until now, I am as learner, still need feedback from others to improve my work.

In short, these variables are always being in our learning process and always develop our interest in learning activities. We as a teacher should apply this variables because these variables is proved effective to attract students’ attention and make them focus in learning process. Keep learning! 🙂

This week is the second week that I learned the materials in MMSEL class from my classmates. They are Fredy, Pientha and Synta (actually Eritha also, but she got ill then she couldn’t teaching). They designed class setting as usual at the beginning, but almost at the end they changed the class setting became more fun, friendly, enjoyable, and togetherness. They asked us to sit on the floor.

Fredy, Pientha and Synta applied the teaching strategy and method in good way. As the previous group, the class divided into some groups (Each groups has the same responsible such that do presentation about the materials that they got, but get different materials.) to do group discussion and presentation plus question and answer session. They also used the same method but they added the method by asking “How to relate the subtopic to our topic: Creating Motivating Classroom” after the group presented their presentation and for learning the next material at the same time, they gave us reading’s paper (TARGET) and mix n’ match games which still related to the reading’s paper. Q/A session and games are very useful to keep the teaching and learning process staying on the track, get the goals of this topics and made us reflecting on the real practice in classroom “How these concepts can be maximized in real the classroom setting and made us (students and teacher also) more thinking deeply about the materials and clarified our understanding. The method that my classmates applied in their teaching increased my learning motivation. It made me think critically to understand the materials more and reflect to myself.

In short, the class session of this week is enough meaningful even the materials is enough complicated and need our critical thinking to understand this materials. Fredy, Pientha, and Synta had teaching well even they just as facilitator which gave, instruction, direction and help students to undertstand the materials. Good Job!

This week, class learned about Climate variables in Motivating Classroom. On the first part, we learned about Order and Safety which is classrooms as secure places to learn, Success which is developing learner self-efficacy, Challenge which is increasing perceptions of competence and self-determination, and Task Comprehension which is increasing perceptions of autonomy and value. The materials made me reflecting and think back when I was in school. For Order and Safety, when I was in elementary school, my teacher pressed me to be able achieving his/her (my teacher) goals of learning, as the example when teacher asked all of students to memorize multiplication. At that time, I did not feel enjoyable and comfortable in class during teaching and learning process. For Success, I reflected to myself and already realized that everyone has different perspective of success, beliefs about success and failure, different learning style, and goals standard. For example, I have standard of success when I can achieve my dreams and in my minds, failure is the things which almost success and it just still need effort to make it goals. For Challenge, I saw my elementary teacher as my challenging to study hard and prove to my teacher that I can do well, also when all of my friends thought what I thought that the memorizing multiplication is a challenging, I saw and felt competency in my class. For Task Comprehension, I understood and realized that what I did yesterday, what I am doing today, what I will do tomorrow is the process to achieve my goals.

Next materials, I learned about TARGET which is an acronym of Task, Authority, Recognition, Grouping, Evaluation, and Time. By learning TARGET, I understood that these acronyms are application from the theories that we have already learned into real classroom. For example, recognition describes learning progress. In short, we as teacher recommend applying this method to make us easier when we do teaching and learning in real classroom. 🙂

This week is the first week learning MMSEL which is taught by classmate, Richa and Ester. They did teaching for 150 minutes. They like lecturers as usual. They can set teaching and learning activities in good way. However, they were just as facilitators at that time. They just gave class instruction and direction during teaching and learning process, but they did not deliver materials. They used group discussion and group presentation as their teaching method. They divided class into some groups and each group got different subtopic but the same responsible; do presentation to the class about the subtopic that each group got. In short, I can say that the class setting and teaching method that they chose is good, because I saw that most of students (included me) understood the materials and looked enjoyable during teaching and learning process.

Talk about understanding the materials, it is also influenced by my learning motivation. I was motivated by the teaching method that my classmate used at that time; group discussion and presentation. By using both, I felt happy and enjoy, I can improve my knowledge from others and clarify my understanding. Besides that, I also motivated with the class condition which felt comfortable and enjoyable to learning.

This week, class learned about classroom structured; mastery and performance, self regulated learner, teacher efficacy & expectations, and teacher characteristics. I learned that mastery focus on improving students understanding and the motivation comes from intrinsic motivation, and performance focus on comparison between pupil’s grade and the motivation comes from extrinsic. If I may related to my prior knowledge, I already realized that classroom structured explanation has applied in my teaching and learning when I did teaching experience. I divided my focus according to class characteristic and needs. I also learned, Self-regulated learner or self-regulation which means understand ourselves. In self regulated, it will encourage and help learner to monitor progress towards goals, managing time effectively, set priorities and be organized, and set both short and long term challenging goals. If I may relate also to my prior knowledge, self regulated is implicitly I have applied in my life, especially when I decided something in certain situation. For teacher characteristic, this subtopic is explained by my group. We explain about Modeling and Enthusiasm, and Caring. Modeling and enthusiasm means communicating genuine interest and Caring means meeting needs for belonging. If I may relate to my prior knowledge again, when I did teaching in school experience, I learned that as a teacher we have to care, be aware that we are as a role model, and have more enthusiasm than students during teaching and learning process. After I learned teacher characteristic on this week, I learned that we as teacher need to have its characteristic to support our teaching and learning running well.

In short, teaching and learning process for this week was running well and also supported by Bu Mima’s explanation about materials as the overview at the end of session which could clarify my understanding about the materials.

By learning these topics, I realized that many things that I learned can improve my teaching and learning process and improve myself in learning.

This week is independent study. Each group asked to discuss with their blog group to prepare their presentation and paper for mid-test. My group consists of Arum, Yeni, and Zen. We tried to discuss about the concept and rundown for presentation and report, and arranged the timeline for meeting and discussing again later.

At the beginning, our discussion talked about the detail of each chapter that we have to share and explain clearly in our report. We explore and break down each chapter by points with purposing to make us easier when each of us write the report. For first chapter, we add some point to be explained in our report as the general information from our school besides school names, grade, number of students; culture at that school, how many times that we got for teaching at that school. For second chapter, we just add some points and emphasize some points for supporting our finding and fact analysis more valid. The additional point is how long we do observation. The emphasize points are focus in one case which is unique and informatif case for making our report and presentation comprehension, also others friends will get the lesson learnt from our case, and analyze the clasrrom situation using topics that we have learned from session 1 to 4. Another emphasize points are share teaching method of master teacher and tell what is the motivation that master teacher give to students, also tell the condition and cronology during teaching and leaarning process. In our group, each of member have to write the simple report and do individually based on teaching experience just for first and second chapter. Individual report just for guiding us to write the group report. For third and fourth chapter, we do in group. For doing these chapter, we decide to meet (face to face) to discuss first and second chapter earlier then continue to do third and fourth chapter. In third chapter, our group wanted to focus in one case but the case has uniqueness and many information that the class will get the lesson learned from our case and to make my group easier to analyze it and relate it to the theories of motivation. For the last chapter, we will conclude the core of our discussion and take “benang merah” from all the case that each of us told in first and second chapter.

The technique for individual task (simple report), we plan that each of us write it by theirselves and send the simple report by email to other member and after each of member read other report, we will discuss together to decide one case that our group want to focus and create the truly report together.

Second week, I have a chance to apply the teaching theories that I have learned and practice my teaching style in real class. I taught in science class grade eleven in two times. The class consists of 39 students.

On this semester, so many experiences that I got from teaching in real and big class. So many agendas that I have to do; be teacher-researcher, be the best teacher for making master teacher proud of my work, do another assignment beside being teacher-researcher in one time, prepare problem-solving and another problem for individual task, group task and post-test, evaluate my students’ work by giving grade also rewards for them, etc.

Honestly, I waited this time since the first day on the first week teaching experience, because on the first week I could not teach.

Two times I did teaching and two times I was so nerveous at the beginning and when I entered the class. I was so worried that students would not understand what I explained and would not enjoy with my teaching style.

However, step by step, I tried to solve my problem “nerveous at the beginning” by being calm down and feeling enjoy to teach them. Finally, from that effort, I got the flow and felt comfort to teach in the big class.

First meeting, I taught about double angle in trigonometry. As the opening, I tried to introduction myself and knew each students by calling them from name list that my master teacher and I arranged. By mentioning students name, it meant that I also divided class into eight groups. My purpose to do that, to make my time more efficient because I did not just use the time for knowing each of their name, but also I also have already divided them into group and sit with the group.

First activities, recalled my students’ prior knowledge, because this meeting still related to the previous subtopic. The activities are; I gave them educative games (as we call “mix n’ match games”) between reactan and product in trigonometry. Look at the picture below:

As ice breaking also to make them feeling enjoy in my class

Each of member of group involved and contributed to make their work. Each of group wanted to be the fastest group that finished and correct answer. Each of groups showed their competence, they compete each other to be the best group. All of students were enthusiastic to do this activity. That case made me reflect and I remember the theories about “learning goals”. The theories are proven. Each of student has learning goals.

To finish that activities, I motivated them by asking each group to go forward and evalute another group to correct the work, and I gave rewards by saying “good job!, keep on spirit for the next activities!”. Lesson learned that I got from those case, Motivation is important to make teaching and learning process running well.

Proceed to the core activities, I distributed a worksheet that contained of the materials that class would learn to each group and to do in group. Then, after the worksheet done, I taught them by using lecturing method for explaining the concept of double angle in trigonometry. This school has a culture to deliver the materials by lecturing method, and after explain the concept, teacher usually gives the various example from the low level until high level. Concequently, I had to teach them about the concept by teacher centered learning strategy, but I also tried to combine with students centered learning by asking them to solve the example and explained it into the class. By doing that, students also involved and thought aloud to find the solution by theirselves. Combining method is not easy, we have to know the style and condition the school and the class during teaching and learning, because if we don’t do that, maybe our plan does not work well. At the end, I gave them group task, and they have to present it. Unfortunately, the time was not enough, then I asked them to finish it in the outside and present it next meeting. On next meeting, I am proud of them, because their work is nice and were able to solve the problem that I gave. Here one of their work:

In short, by practicing, we will know what the real problem of teaching and learning actually and we will realize that theories of teaching and theories of motivation will apply implictly to make our teaching and learning process that we have designed running well and effectively. Keep learning! 🙂